On the microfoundations of the link between classroom social norms and behavioral development

Veenstra, René; Lodder, Gerine M. A.

doi:10.1177/01650254221100228

Cited by 15 publications

(25 citation statements)

References 49 publications

(68 reference statements)

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“…The second anti-bullying component concerns the social norms that shape, constrain, and maintain behaviors of group members over and above individual attitudes (Veenstra & Lodder, 2022). Individuals tend to conform to what they perceive to be the norm in a context, referring to what is typical or desirable in a group or a situation (Veenstra & Lodder, 2022). However, individuals' subjective perceptions of norms are not necessarily accurate (Tankard & Paluck, 2016).…”

Section: Intervening On Social Norms As An Antibullying Componentmentioning

confidence: 99%

The effectiveness of moral disengagement and social norms as anti‐bullying components: A randomized controlled trial

Tolmatcheff¹,

Galand²,

Roskam³

et al. 2022

Child Development

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This three‐armed randomized controlled trial examined how moral disengagement and social norms account for change in bullying behavior and their potential as targets of anti‐bullying components within separate interventions among 1200 French‐speaking Belgian elementary students (48% boys, 9–12 year‐olds, 57 classes, nine schools) during 2018–2019 (no ethnicity data available). Mediation analysis revealed that students' moral disengagement successfully decreased (β = −.46), which, in turn, reduced both bullying (β = .33) and outsider behaviors (β = .20), and increased defending (β = −.10). Intervening on social norms decreased bullying (β = −.18), but not through the perceived injunctive class norm as intended. Guidelines to open the “black box” of anti‐bullying programs and determine the cost‐effectiveness ratio of their components are provided.

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Section: Intervening On Social Norms As An Antibullying Componentmentioning

confidence: 99%

The effectiveness of moral disengagement and social norms as anti‐bullying components: A randomized controlled trial

Tolmatcheff¹,

Galand²,

Roskam³

et al. 2022

Child Development

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“…The closing essay conceptualizes how classroom norms may explain children’s decisions to defend others or refrain from defending (Veenstra & Lodder, 2022). Norm conformity, pluralistic ignorance, and power balance are formulated as potential underlying mechanisms for the relation between classroom social norms and the level of defending.…”

Section: Beyond the Special Sectionmentioning

confidence: 99%

“…A study in this special section provides evidence that proximal peer group norms, based on the norms of friends, were more powerful than distal peer group norms, based on the norms of classmates (Bass et al, 2022). The closing essay also points to the importance of examining competing norms, developmental effects, the impact of teachers on social norms, and the impact of personal norms (Veenstra & Lodder, 2022).…”

Section: Beyond the Special Sectionmentioning

confidence: 99%

“…Classroom norms can be defined in various ways (Veenstra & Lodder, 2022). A first distinction can be made between prescriptive or injunctive norms, referring to students’ perceptions of how one should behave, and descriptive norms, referring to students’ behaviors.…”

Section: Overview Of the Special Sectionmentioning

confidence: 99%

“…The studies presented in this special section measured social norms in various ways (see for an overview of common types of classroom norms: Veenstra & Lodder, 2022). Research suggests that behavior is mostly driven by what popular classmates do.…”

Section: Beyond the Special Sectionmentioning

confidence: 99%

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Introduction to the special section on social norms and behavioral development

Veenstra

2022

International Journal of Behavioral Development

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This introduction outlines the goals for the special section on social norms and behavioral development. The study of social norms has attracted much interest in peer relations research, and has turned attention to group-level processes, often defined based on the classroom, which create and sustain shared meanings that impact adolescent behavioral and social adjustment. Norms can be differentiated in three ways. First, prescriptive or injunctive norms can be distinguished from descriptive norms. Second, a distinction can be made between what is salient for all classmates or for a subgroup of norm setters, in particular popular peers. Third, social norms can be distinguished from perceived norms. The contributions to this special section invite debate on the future of research on norms, and suggest numerous avenues for further research, with hopes that an understanding of how social norms affect social development will better inform peer relations research as well as norm-based interventions.

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Examining the Link Between Implementation Fidelity, Quality, and Effectiveness of Teacher-Delivered Anti-Bullying Interventions in a Randomized Controlled Trial

Tolmatcheff,

Veenstra,

Roskam

et al. 2023

Prev Sci

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This study examined the relation between both implementation fidelity and quality and the outcomes of two different anti-bullying interventions targeting distinct processes involved in bullying: moral disengagement and social norms. In total, 34 French-speaking Belgian teachers from six elementary schools were trained to deliver either the moral disengagement or the social norms intervention to their Grade 4–6 students (N = 747, 50.4% boys) in a randomized controlled trial. Students reported their moral disengagement, perceived injunctive class norm toward bullying, and bullying behaviors in the fall and spring of the 2018–2019 school year. Teachers’ implementation fidelity and quality were assessed through direct observation in each class by two independent raters with a satisfying interrater reliability. A multiplicative moderated mediation model using latent change scores revealed that both greater fidelity and quality amplified students’ decrease in moral disengagement, which was accompanied by a decrease in bullying. Importantly, when quality was sufficient, fidelity did not matter. However, higher fidelity could compensate for a lack of quality. Contrary to expectations, there was no significant change in students’ perceptions of the class injunctive norm, even under ideal implementation conditions. Alternative mediators should thus be considered. Because implementation by teachers inevitably fluctuates, anti-bullying program components should be evaluated under various implementation conditions to determine their cost-effectiveness ratio and to gain insights into how anti-bullying programs work.

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On the microfoundations of the link between classroom social norms and behavioral development

Cited by 15 publications

References 49 publications

The effectiveness of moral disengagement and social norms as anti‐bullying components: A randomized controlled trial

The effectiveness of moral disengagement and social norms as anti‐bullying components: A randomized controlled trial

Introduction to the special section on social norms and behavioral development

Examining the Link Between Implementation Fidelity, Quality, and Effectiveness of Teacher-Delivered Anti-Bullying Interventions in a Randomized Controlled Trial

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